The relationship between achievement motivations, professional satisfied and xenophobic behaviors of classroom teachers with foreign students in the class

This study aimed to examine the relationship between achievement motivation, job satisfaction, and xenophobic behavior among classroom teachers who have foreign students in their classes. The study focused on classroom teachers working in Kilis province and aimed to investigate the relationship between their achievement motivation, job satisfaction, and xenophobic behavior. Prior to collecting the study data, permission was obtained from the Necmettin Erbakan University Ethics Committee. Subsequently, research permission was obtained from the Kilis Provincial Directorate of National Education to apply the research to classroom teachers in schools. Research participants were provided with the research purpose, informed consent form, and research permissions, and data were collected from volunteers. The study was conducted using a quantitative research method. Data were collected using the Achievement Motivation Scale, Job Satisfaction Scale, and Xenophobia Scale. T-test and one-way analysis of variance (ANOVA) were used to examine differences between groups, and post-hoc analyses were conducted when significant differences were found. Regression analysis was conducted to determine whether achievement motivation and job satisfaction predict xenophobic behavior. According to the results, xenophobic behavior was not predicted, but achievement motivation and xenophobia predicted job satisfaction. In this analysis, job satisfaction was found to be predicted by achievement motivation at a rate of 27%. Therefore, the study demonstrates that the levels of achievement motivation and job satisfaction among classroom teachers do not significantly affect xenophobic behavior. However, certain demographic characteristics of teachers were found to have an impact on xenophobic behavior. Gender, marital status, and age were found to be associated with an increase or decrease in xenophobic behavior. In terms of achievement motivation, significant differences were found based on the proportion of foreign students in the classroom and years of experience. For job satisfaction, significant differences were found based on age and years of professional experience. Additionally, it was found that high achievement motivation positively influenced teachers' job satisfaction. However, xenophobic behavior did not significantly predict job satisfaction. Furthermore, it was observed that xenophobic behavior is prevalent among classroom teachers in Kilis province. Conducting further qualitative or quantitative research on this topic would be beneficial for scientific purposes.